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This chapter documents how eugenics, scientific racism, and hereditarianism survived at Harvard well into the interwar years. In the late 1920s and early 1930s, Thomas Nixon Carver and Frank W. Taussig published works in which they established a close nexus between an individual’s economic position and his biological fitness. Carver, writing in 1929, argued that social class rigidities are attributable to the inheritance of superior and inferior abilities on the respective social class levels and proposed an “economic test of fitness” as a eugenic criterion to distinguish worthy from unworthy individuals. In 1932, Taussig, together with Carl Smith Joslyn, published American Business Leaders – a study that showed how groups with superior social status are proportionately much more productive of professional and business leaders than are the groups with inferior social status. Like Carver, Taussig and Joslyn attributed this circumstance primarily to hereditary rather than environmental factors. Taussig, Joslyn, and Carver are not the only protagonists of our story. The Russian-born sociologists Pitirim Alexandrovich Sorokin, who joined the newly established Department of Sociology at Harvard in 1930, also played a crucial role. His book Social Mobility (1927) exercised a major influence on both Taussig and Carver and contributed decisively to the survival of eugenic and hereditarian ideas at Harvard in the 1930s.

The management literature has extensively discussed innovation diffusion as an essential part of corporate and economic competitiveness. However, most work centers on diffusion external to the organization. The purpose of this paper is to provide a framework for understanding post adoption innovation implementation.

Research concerning diffusion inside the firm has focused almost exclusively on innovation creation as opposed to implementation. Although current definitions of innovation often make clear the internal/external distinction, the authors propose that it could be made more meaningful by further delineating the components of internal innovation diffusion. To that end, prominent innovation research is synthesized to explore innovation implementation.

A systematic review of the literature suggests three main types of influences on implementation: organizational, innovation, and human. Each represents unique challenges for innovation implementation.

The model presented here can serve as a useful organizing rubric for leaders attempting to facilitate change.

This paper fulfils a need for greater understanding of internal innovation implementation.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb038827. When citing the article, please cite: MARTIN CHRISTOPHER, LEONARD MAGRILL, GORDON WILLS, (1971), “Educational development for marketing logistics”, International Journal of Physical Distribution, Vol. 1 Iss: 2, pp. 79 - 82.

The end of this month will see Britain's biggest display of products and processes designed to prevent the onset of corrosion in all its forms. At the Royal Horticultural Society's New Hall, in Westminster, there will be over a hundred stands on view to visitors to the Exhibition which will run from April 27 to 30 inclusive. Here is C.T.'s exclusive preview. Stand descriptions are grouped under various headings, but the fact that a firm's exhibits are described under one heading does not necessarily mean that its interests are confined solely to that group of products. The grouping of exhibitors in this preview is merely intended to facilitate visitors who are interested in particular aspects of corrosion prevention.

Efficient, or seemingly efficient, distribution of goods and services is something most of us take for granted most of the time in western advanced economic systems. Yet, as catastrophes and wars have repeatedly shown, a distribution system is a sophisticated and often fragile institutional phenomenon. In the face of such fragility and sophistication we tend to over‐compensate; we tend to generate excess capacity to meet almost any demand. Our understanding of channels of distribution and the complex relationships within them is accordingly adolescent rather than mature. During the coming decade, as the economies of the nine E.E.C. countries seek to adapt to their rapidly changing environments, there seems little room for doubt that greater maturity will be necessary and that it will emerge. Here we seek to discuss two conceptual constructs as the basis for understanding movement from adolescence to early maturity. Firstly, we explore the total systems approach; then we shall take a look at the use of comparative analytical method.

The Dewey Decimal Classification (DDC) is the leading general classification scheme for libraries and it is now increasingly being used for electronic resources, both as standalone products and on the Internet. It is therefore to be expected that it should itself be available in electronic form and this CD provides it, with flexible and powerful tools for finding and building numbers.

Knowledge management has attracted much attention as a key strategy to organizational success and survival in today’s unpredictable and highly competitive environments. And yet, unless people in organizations possess the learning capability to use knowledge creatively, a well‐developed knowledge management system cannot be directed at sustaining profitability. Managing knowledge involves both perspectives and tools for learning. This paper examines the concept of learning and explores training strategies to promote the ability to learn, which can guide the design of training interventions and the development of a knowledge management system. Learning in organizations is a complex and multi‐level process. The challenge is how to nurture organizational members to enhance their own learning capabilities and contribute to other people’s learning. Among training strategies proposed in this paper, encouraging the reflection process, knowledge transfer and knowledge construction, experiences to work on practical problems, discourse practices involving collaboration and interaction, the development of his/her own model, and systems thinking present critical strategies to consider in designing training experiences or events. It is suggested that training strategies presented in this paper should be aligned with structural, cultural, and managerial issues together to nurture the learning capability.

Human Resource Practices (HRPs) have undergone a revolutionary change, with their practices being more strategic for facilitating the change process. Extant literature studies the impact of Lean Thinking Practices (LTPs) on Organizational Performance (OP). However, the role of HRP as a strategic partner in the inculcation of LTP appears to have been explored sparingly. Hence, this paper aims to identify the specific HRPs that enhance the impact of Lean Thinking on OP.

A cross-sectional survey method was adopted. A total of 528 responses from IT organizations across various levels and processes were collected. The proposed conceptual framework was tested and validated SPSS-Process Macro.

Findings revealed that the presence of HRPs as moderators is significantly impacting the relationship between LTP and OP. LTP when moderated by HRPs significantly impacts employee well-being when compared to other performance variables.

This study is a maiden attempt to study the role of HRP in the inculcation of LTP in IT organizations. Earlier studies, which have mainly concentrated on the need for Human Resource (people) involvement, have spoken and researched less about the specific HRPs in the inculcation of LTP. An empirically validated specific HRP for inculcating LTP in IT organizations is a significant contribution.

This case study suggests that second‐order changes in structures and relationships do not necessarily result in second‐order changes in teaching and learning. Processes and norms that serve to govern discourse and behavior in relation to other kinds of school issues cannot be assumed to come into play when complex issues concerning curriculum and teaching are encountered. The potential of organizational learning for contributing to the improvement of teaching and learning in schools remains promising but elusive. The groundbreaking work of Argyris needs to be extended through concerted research in school settings.